Homework is a practice that is deeply embedded within the culture of schools, and until recently, rarely been questioned. There is conflicting evidence in relation to the worth of homework but recent research for example, Kohn (2007) reports that homework can be linked to student frustration and lack of interest in learning and may cause conflict between parents and their children. Also, despite extensive examination of the literature, there is little evidence of any academic benefit from assigning homework in primary or middle schools. This paper reports on a nationwide New Zealand study investigating students’ perceptions and experiences of homework. Recommendations are made for teachers and schools.